The paradox stems from the fact that the success of one generation depends at least partly on the success of their parents or guardians. People who succeed get to keep the fruits of their labor and use them as they see fit; if they buy a home in a place where the schools are better, or use their superior resources to make the schools in their neighborhood better, their chil-dren will have a head start and other children will fall behind through no fault of their own. The paradox lies in the fact that schools are supposed to equal-ize opportunities across generations and to create democratic citizens out of each generation, but people naturally wish to give their own children an ad-vantage in attaining wealth or power, and some can do it. When they do, every-one does not start equally, politically or economically. This circle cannot be squared.

Despite this consensus Americans disagree intensely about the education policies that will best help us achieve this dual goal. In recent years disputes over educational issues have involved all the branches and levels of government and have affected millions of students. The controversies-over matters like school funding, vouchers, bilingual education, high-stakes testing, desegrega-tion, and creationism-seem, at first glance, to be separate problems. In im-portant ways, however, they all reflect contention over the goals of the American dream.

We have a great national opportunity-to ensure that every child, in every school, is challenged by high standards, ... to build a culture of achievement that matches the optimism and aspirations of our country.